Tag: learning

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ESL strategies to use in your toolkit which will enhance learning for English Language Learners

1)You will read about ESL strategies to use in your toolkit which will enhance learning for English Language Learners.

2) Explore ESL and ELL strategies and add appropriate ones to your Toolkit.

Explore ESL and ELL strategies and add to your toolkit – EXPLORE THEM ALL AND THEN CHOOSE FOR YOUR TOOLKIT – YOU CAN USE THE LINKS AND ADD VISUALS TO YOUR TOOLKIT

Review the following:

  • http://www.colorincolorado.org/ell-strategies-best-practices
  • https://nearpod.com/blog/support-english-learners-with-technology/

Explore ESL and ELL strategies to add to your Toolkit by viewing the following link:

  • http://www.cal.org/siop/about/

Add ESL strategies to toolkit from assigned resources. You should be working on toolkit each week , and it will be successfully complete by due dates. 

Share what you learned from the resources and  a favorite strategy you found on Engagement and one for ESL /ELL students.  Post by Friday – Sunday morning  and then respond to 2 others by Sunday evening . 

Be sure to refer to Discussion R

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improving teaching and learning and are characterized by (1) skilled facilitation

Please read the passage text listed for you here and respond to reflection questions that follow along with the instructor’s comments.

*BEGIN PASSAGE *

Intentional Learning Communities are professional learning communities that are rigorous, collaborative, focused on learning, and built upon shared norms andvalues. They are groups of educators who meet regularly with the goal of improving teaching and learning and are characterized by (1) skilled facilitation and (2) theuse of protocols to guide adult learning. In summary, they need to be intentional(School Reform Initiative, 2019). 

IMPLEMENTATION SPOTLIGHT BY KARI THIEREREngaging in challenging conversations takes time, a culture of trust that allows for risk-taking, an intentional agenda, and skilled facilitation. These four elements combine to grow the capacity of educators to learn from and with one another; and develop an equity lens that pushes them to have a fierce commitment to serving each and every student. Only after creating these communities is the foundation laid for meaningful development of universally designed learning experiences

Dedicating Time to Intentional Learning CommunitiesThere is never enough time in the day for us to do all that we need to do, so peer collaboration time has to be beneficial both for individual growth as well as to inform instructional practice.Developing community and doing intentional work around educational equity takes time.1.) In most schools, the structures for such conversations are already in place–that is, the weekly team meetings that go by a variety of names, such as common planning time, data teams, or PLCS. With Intentional Learning Communities, we apply an equity lens to every endeavor. We need to use the time we have to probe matters of great urgency. Advocate to help facilitate the session so you and your colleagues can begin to have difficult conversations.

2.) Once you have identified time for Intentional Learning Communities to meet, do not allow it to be interrupted by the menagerie of disruptions that affect schools. Protect time to think about your practice rather than talking about lunch duty or the upcoming field trips. Those other conversations are important too, but what often happens is that the immediate gets our attention, and we neglect the long-term conversations that lead to improved instruction and equity. The deeper conversations get pushed to the occasional professional development day or before/after the school year: Regular, ongoing collaboration time is essential for schools to take up issues of social justice and equity that will improve school success for all students.

Time often gets blamed as an excuse to avoid challenging conversations. If the school is committed to serving all students, then that commitment needs to be demonstrated through the way we use the time we already have. We make time for what is important.

Intentional Culture BuildingIn order to increase engagement in UDL, we have to minimize threats and distractions. For some practitioners, conversations about race, class, and educational equity can cause anxiety, fear, and guilt. Developing a culture of trust is imperative for us to feel safe enough to take risks and know that we will be supported. This does not mean creating a space where people do not feel discomfort; on the contrary, discomfort is an important part of this equity-based work. 

Setting AgreementsMany of you are likely familiar with the concept of norms or agreements. However, in equity work, these agreements need to go deeper. Agreements are important for groups to define so they know how they will be working together. They help to create the conditions for risk. taking, building trust, and mutual accountability for the improvement of instructional practice and individual learning. Within social justice and equity work, these agreements need to be thoughtfully developed and analyzed.      Gorski (2019) writes, “Too often, ground rules that are put in place, whether by an educator/ facilitator or by participants, privilege the already-privileged groups in a dialogical experience. For example, in a dialogue about race, white participants will often support ground rules meant to keep anger out of the discussion- ground rules focused keeping them comfortable. When we consider who is protected by ground rules like ‘do not express anger,’ it becomes apparent that, intentionally or not, they protect the participants representing privileged groups.”     When developing agreements, it is important to be open and honest about what each person needs in order to make the space work for them and their learning. Agreements are also living and must be revisited regularly. As a group grows, what they need shifts, and the agreements should grow and shift with the individuals of the learning community. There are some great examples of agreements that have been developed by equity-based facilitators.

Planning Your WorkOnce your learning community has discussed how to work together allocating time, shared understanding of why, and agreements to begin to build the culture – then it is time to plan the learning of the group. Intentional planning is necessary so that people are pushed into their risk zones, while avoiding places that are too comfortable or too dangerous. The work the learning community engages in must be thoughtfully scaffolded to keep people at their growing edge. It is helpful to think of this scaffold in terms of risk- starting with lower-risk learning and moving the group into more challenging and risky spaces.     Protocols that structure conversations are instrumental to helping groups engage and stay in challenging conversations. As group members are beginning to work with one another, protocols serve as a system to hold the group, as participants begin to develop the skills, knowledge, and dispositions of surfacing and challenging assumptions and biases. 

Opening MovesOpening moves are activities and practices that include learning with and from one another and beginning to build a community. Opening moves are designed to help individuals and groups learn more about themselves as individuals and as educators and start to uncover their own assumptions, biases, and beliefs. In this phase, protocols help provide the structure for engaging in honest conversations that allow reflection on individual practices and beliefs and help guide and focus such conversations through active listening and questioning skills. A few protocols (all freely available on the SRI website) that are helpful in this stage of community building include: 

1.)  Micro Labs. A protocol designed to build active listening skills within a group while also allowing group members to learn more about one another and their practice. It involves participants working in triads, with each participant answering a specific sequence of questions There is no discussion, just listening. Questions can be related to a person’s educational journey. experience with equity conversations, understanding of pedagogy, and So forth The questions allow a group to grow together by deeply listening to one another.

2.)  Paseo/Circles of Identity. This protocol helps groups to begin to examine issues of identity, diversity, beliefs and values. The protocol asks participants to think about the different elements of their own identity, allowing participants to reflect on their own, while also learning to listen and talk with others about identity.

     Each of these protocols works to help participants know each other as individuals, not just in their role at the school/organization, but who they are and how they show up in the world. Identity is a key component of engaging in conversations about race and social justice. It is important for educators to explore their own racial identity, so they can think deeply about the implications of their identity on their teaching practice. 

Going DeeperAs participants in your learning community begin to know each other, the group will be able to go deeper into issues of race and equity. In this phase of group development, protocols can help support the group to have conversations about race and equity in a variety of ways.1.) Use text protocols to make meaning of articles or books the group reads together. Texts that focus on issues of race, white fragility, and implicit bias are all helpful to develop an equity lens and begin to support the group’s conversations. As group members have built community, they will be able to have more meaningful conversations about the texts they read, focusing on the implications on teaching and learning for the students they serve.

2.) Look at data through an equity lens. As groups begin to develop skill at having conversations about race and equity, the next step is to analyze data through an equity lens. Who are the students who are not being served by our school? How do the policies and practices we enact privilege some students, while potentially oppressing others? How do the units of study we provide represent the cultural diversity of the students we serve and the world we live in? Data becomes more than the quantitative numbers that are gathered from standardized tests and broadens to include evidence about attendance and discipline, as well as looking deeply at student work.

Skilled FacilitationIntentional Learning Communities do not just happen, they take time and care. Growingyour capacity and the capacity of your colleagues to engage in these types of communities means helping to grow the facilitation skills of your team. Protocols alone cannot hold a group completely and help them go as deeply as they need to go. A facilitator with experience in protocols and an understanding of adult learning theory can help both support and grow groups to develop the capacity to engage and stay in conversations, Growing capacity is necessary for the long-term viability of an intentional learning community and for the larger organization.     As your learning community practices collaboration and reflective dialogue, with anemphasis on race and equity, you will grow your capacity to continue to go deeper. Ultimately, the goal is to help you and your colleagues know yourselves and each other well, begin to know your students, and to use this newly developed equity lens to create a teaching and learning environment that is designed to support the success of all students. These practices move beyond the traditional learning communities and into the Intentional Learning Communities that will ultimately shift practice. 

*END PASSAGE * 

Begin instructor’s notes and commentary for the assignment:

If we, as educators, are truly committed to educational equity, then we have to learn how to engage in challenging conversations about race. These conversations cannot only be theoretical but must also dig deep into how race and bias impact our teaching and learning practices. It isn’t enough to say, “We are committed to equity,” and then go about business as usual without interrogating our practices and our systems.

This has become a frequent notion – by words – diversity, equity, equality, inclusion – as if the inclusion of the words or the creation of a statement solves the problem.

It does not. Equity work is active. It is doing and inspiring others to do the same. It is modeling the very behavior you wish to see in your teachers – and your students. The text mentions the creation of Intentional Learning Communities. These are communities committed to Universal Design for Learning, but that also allows us to become comfortable with discomfort and topics that are not always easy to talk about. These are the most necessary conversations of all.

Referring to the above passage text, create an Intentional Learning Community that you feel needs to happen within the school you plan to teach at, (grades 6-12, respectively: middle and high schools). How would you go about building your community? What activities would you include to build trust and to aid in the creation of a supportive environment? What would your ground rules be? How would you approach those resistant to these communities? After giving a brief narrative response to the above questions – please answer the reflection questions below and include those answers within the same document.

REFLECTION QUESTIONS:

•           Leaning into discomfort can be challenging but it is such an important part of growth and learning. How can examining and sharing your own beliefs and biases help to create a space for more equitable systems and policies?

•           How can protocols such as Micro Labs and Circles of Identity help your Intentional Learning Community facilitate difficult conversations and growth? And why is it important to go beyond these protocols to have deeper, more meaningful conversations?

•           Think about your school or district. Who do you think are the students who are not being served? Do you think there are certain policies and practices that privilege some students, while potentially oppressing others? Write down your answers and examine them after you analyze data to see where your inclinations may not be in line with the data.

•           What makes fostering collaboration and community within an Intentional Learning Community a critical strategy to provide multiple means of engagement?

•           How can minimizing threats and distractions lead to increased engagement when having difficult conversations with our colleagues about social justice?

•           How is expert teaching linked to expert learning?

•           After reviewing the key considerations for an Intentional Learning Community, do you believe that you have this type of professional learning community in your school? Why or why not? In your position, how could you help to build it?       

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Intentional Learning Communities are professional learning communities that are rigorous

Please read the passage text listed for you here and respond to reflection questions that follow along with the instructor’s comments.

*BEGIN PASSAGE *

Intentional Learning Communities are professional learning communities thatare rigorous, collaborative, focused on learning, and built upon shared norms andvalues. They are groups of educators who meet regularly with the goal of improvingteaching and learning and are characterized by (1) skilled facilitation and (2) theuse of protocols to guide adult learning. In summary, they need to be intentional(School Reform Initiative, 2019). 

IMPLEMENTATION SPOTLIGHTBY KARI THIEREREngaging in challenging conversations takes time, a culture of trust that allows for risk-taking, an intentional agenda, and skilled facilitation. These four elements combine to grow the capacity of educators to learn from and with one another; and develop an equity lens that pushes them to have a fierce commitment to serving each and every student. Only after creating these communities is the foundation laid for meaningful development of universally designed learning experiences

Dedicating Time to Intentional Learning CommunitiesThere is never enough time in the day for us to do all that we need to do, so peer collaboration time has to be beneficial both for individual growth as well as to inform instructional practice.Developing community and doing intentional work around educational equity takes time.1.) In most schools, the structures for such conversations are already in place–that is, the weekly team meetings that go by a variety of names, such as common planning time, data teams, or PLCS. With Intentional Learning Communities, we apply an equity lens to every endeavor. We need to use the time we have to probe matters of great urgency. Advocate to help facilitate the session so you and your colleagues can begin to have difficult conversations.

2.) Once you have identified time for Intentional Learning Communities to meet, do not allow it to be interrupted by the menagerie of disruptions that affect schools. Protect time to think about your practice rather than talking about lunch duty or the upcoming field trips. Those other conversations are important too, but what often happens is that the immediate gets our attention, and we neglect the long-term conversations that lead to improved instruction and equity. The deeper conversations get pushed to the occasional professional development day or before/after the school year: Regular, ongoing collaboration time is essential for schools to take up issues of social justice and equity that will improve school success for all students.

Time often gets blamed as an excuse to avoid challenging conversations. If the school is committed to serving all students, then that commitment needs to be demonstrated through the way we use the time we already have. We make time for what is important.

Intentional Culture BuildingIn order to increase engagement in UDL, we have to minimize threats and distractions. For some practitioners, conversations about race, class, and educational equity can cause anxiety, fear, and guilt. Developing a culture of trust is imperative for us to feel safe enough to take risks and know that we will be supported. This does not mean creating a space where people do not feel discomfort; on the contrary, discomfort is an important part of this equity-based work. 

Setting AgreementsMany of you are likely familiar with the concept of norms or agreements. However, in equity work, these agreements need to go deeper. Agreements are important for groups to define so they know how they will be working together. They help to create the conditions for risk. taking, building trust, and mutual accountability for the improvement of instructional practice and individual learning. Within social justice and equity work, these agreements need to be thoughtfully developed and analyzed.      Gorski (2019) writes, “Too often, ground rules that are put in place, whether by an educator/ facilitator or by participants, privilege the already-privileged groups in a dialogical experience. For example, in a dialogue about race, white participants will often support ground rules meant to keep anger out of the discussion- ground rules focused keeping them comfortable. When we consider who is protected by ground rules like ‘do not express anger,’ it becomes apparent that, intentionally or not, they protect the participants representing privileged groups.”     When developing agreements, it is important to be open and honest about what each person needs in order to make the space work for them and their learning. Agreements are also living and must be revisited regularly. As a group grows, what they need shifts, and the agreements should grow and shift with the individuals of the learning community. There are some great examples of agreements that have been developed by equity-based facilitators.

Planning Your WorkOnce your learning community has discussed how to work together allocating time, shared understanding of why, and agreements to begin to build the culture – then it is time to plan the learning of the group. Intentional planning is necessary so that people are pushed into their risk zones, while avoiding places that are too comfortable or too dangerous. The work the learning community engages in must be thoughtfully scaffolded to keep people at their growing edge. It is helpful to think of this scaffold in terms of risk- starting with lower-risk learning and moving the group into more challenging and risky spaces.     Protocols that structure conversations are instrumental to helping groups engage and stay in challenging conversations. As group members are beginning to work with one another, protocols serve as a system to hold the group, as participants begin to develop the skills, knowledge, and dispositions of surfacing and challenging assumptions and biases. 

Opening MovesOpening moves are activities and practices that include learning with and from one another and beginning to build a community. Opening moves are designed to help individuals and groups learn more about themselves as individuals and as educators and start to uncover their own assumptions, biases, and beliefs. In this phase, protocols help provide the structure for engaging in honest conversations that allow reflection on individual practices and beliefs and help guide and focus such conversations through active listening and questioning skills. A few protocols (all freely available on the SRI website) that are helpful in this stage of community building include: 

1.)  Micro Labs. A protocol designed to build active listening skills within a group while also allowing group members to learn more about one another and their practice. It involves participants working in triads, with each participant answering a specific sequence of questions There is no discussion, just listening. Questions can be related to a person’s educational journey. experience with equity conversations, understanding of pedagogy, and So forth The questions allow a group to grow together by deeply listening to one another.

2.)  Paseo/Circles of Identity. This protocol helps groups to begin to examine issues of identity, diversity, beliefs and values. The protocol asks participants to think about the different elements of their own identity, allowing participants to reflect on their own, while also learning to listen and talk with others about identity.

     Each of these protocols works to help participants know each other as individuals, not just in their role at the school/organization, but who they are and how they show up in the world. Identity is a key component of engaging in conversations about race and social justice. It is important for educators to explore their own racial identity, so they can think deeply about the implications of their identity on their teaching practice. 

Going DeeperAs participants in your learning community begin to know each other, the group will be able to go deeper into issues of race and equity. In this phase of group development, protocols can help support the group to have conversations about race and equity in a variety of ways.1.) Use text protocols to make meaning of articles or books the group reads together. Texts that focus on issues of race, white fragility, and implicit bias are all helpful to develop an equity lens and begin to support the group’s conversations. As group members have built community, they will be able to have more meaningful conversations about the texts they read, focusing on the implications on teaching and learning for the students they serve.

2.) Look at data through an equity lens. As groups begin to develop skill at having conversations about race and equity, the next step is to analyze data through an equity lens. Who are the students who are not being served by our school? How do the policies and practices we enact privilege some students, while potentially oppressing others? How do the units of study we provide represent the cultural diversity of the students we serve and the world we live in? Data becomes more than the quantitative numbers that are gathered from standardized tests and broadens to include evidence about attendance and discipline, as well as looking deeply at student work.

Skilled FacilitationIntentional Learning Communities do not just happen, they take time and care. Growingyour capacity and the capacity of your colleagues to engage in these types of communities means helping to grow the facilitation skills of your team. Protocols alone cannot hold a group completely and help them go as deeply as they need to go. A facilitator with experience in protocols and an understanding of adult learning theory can help both support and grow groups to develop the capacity to engage and stay in conversations, Growing capacity is necessary for the long-term viability of an intentional learning community and for the larger organization.     As your learning community practices collaboration and reflective dialogue, with anemphasis on race and equity, you will grow your capacity to continue to go deeper. Ultimately, the goal is to help you and your colleagues know yourselves and each other well, begin to know your students, and to use this newly developed equity lens to create a teaching and learning environment that is designed to support the success of all students. These practices move beyond the traditional learning communities and into the Intentional Learning Communities that will ultimately shift practice. 

*END PASSAGE * 

Begin instructor’s notes and commentary for the assignment:

If we, as educators, are truly committed to educational equity, then we have to learn how to engage in challenging conversations about race. These conversations cannot only be theoretical but must also dig deep into how race and bias impact our teaching and learning practices. It isn’t enough to say, “We are committed to equity,” and then go about business as usual without interrogating our practices and our systems.

This has become a frequent notion – by words – diversity, equity, equality, inclusion – as if the inclusion of the words or the creation of a statement solves the problem.

It does not. Equity work is active. It is doing and inspiring others to do the same. It is modeling the very behavior you wish to see in your teachers – and your students. The text mentions the creation of Intentional Learning Communities. These are communities committed to Universal Design for Learning, but that also allows us to become comfortable with discomfort and topics that are not always easy to talk about. These are the most necessary conversations of all.

Referring to the above passage text, create an Intentional Learning Community that you feel needs to happen within the school you plan to teach at, (grades 6-12, respectively: middle and high schools). How would you go about building your community? What activities would you include to build trust and to aid in the creation of a supportive environment? What would your ground rules be? How would you approach those resistant to these communities? After giving a brief narrative response to the above questions – please answer the reflection questions below and include those answers within the same document.

REFLECTION QUESTIONS:

•           Leaning into discomfort can be challenging but it is such an important part of growth and learning. How can examining and sharing your own beliefs and biases help to create a space for more equitable systems and policies?

•           How can protocols such as Micro Labs and Circles of Identity help your Intentional Learning Community facilitate difficult conversations and growth? And why is it important to go beyond these protocols to have deeper, more meaningful conversations?

•           Think about your school or district. Who do you think are the students who are not being served? Do you think there are certain policies and practices that privilege some students, while potentially oppressing others? Write down your answers and examine them after you analyze data to see where your inclinations may not be in line with the data.

•           What makes fostering collaboration and community within an Intentional Learning Community a critical strategy to provide multiple means of engagement?

•           How can minimizing threats and distractions lead to increased engagement when having difficult conversations with our colleagues about social justice?

•           How is expert teaching linked to expert learning?

•           After reviewing the key considerations for an Intentional Learning Community, do you believe that you have this type of professional learning community in your school? Why or why not? In your position, how could you help to build it?     

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Writers Solution

Director of leadership and learning for has been conducting engagement surveys among its employees every two years to gain a deeper understanding of employees’ views on areas such as customer service

Scenario

The organization that you are a director of leadership and learning for has been conducting engagement surveys among its employees every two years to gain a deeper understanding of employees’ views on areas such as customer service, the organization’s overall strategy, job satisfaction, rewards and recognition, and training and development. The most recent survey was conducted this year, and the organization wants to carry out another survey in two years.

Prompt

Your task is to continue using your GROW model template you began in Module Two to complete the final three sections:

  • Identified Gaps—Obstacles
  • Goal Revision
  • A Way Forward—Action

Specifically, you must address the following rubric criteria:

  1. In the Identified Gaps—Obstacles section, describe obstacles that might prevent the focus areas you previously identified moving from current state to future state. Consider the following in your response:
    1. Skill gaps, organizational culture, and resources among other things
  2. In the Goal Revision section, for each of the goals you created previously, describe whether they need to be revised:
    1. For the goals that do need to be revised, provide a revision and explain your changes based on obstacles you identified above.
    2. For the goals that do not need to be revised, provide rationale for why this goal should remain the same. Support your response.
  3. In the A Way Forward—Action section, recommend an actionable step that should be taken in order to close the gap between current state and desired future state for each identified focus area and related goal. Your response should include the following for each actionable step:
    1. An explanation on what the step will entail
    2. Identification of stakeholders who will need to be involved
    3. Justification for how this step will help close the gap between current state and desired future state

What to Submit

Submit your answers in the GROW Model Template that you began working on in Module Two. https://www.mediafire.com/file/d11ws1xz8axu65v/MBA_530_GROW_Afnan.Odhaib.docx/file

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Work as a director of leadership and learning for an organization that makes prosthetics

For this assignment, you will be taking a more thorough look into your leadership self-assessment results that you reflected on in Module One. This assignment will help in the creation of your personal development plan, which will be submitted in Module Six.

Scenario

You work as a director of leadership and learning for an organization that makes prosthetics. The organization has been in business since 1999 and employs over 350 people in its Tampa, Florida, headquarters and three plant locations across the Southwest. While the business is currently based in the United States, the organization is exploring ways to move into Canadian markets within the next three years. This year’s employee engagement survey results for the organization show that some leadership practices were rated lower, while some practices were rated higher. The new chief human resources officer (CHRO) met with the team to discuss the general results. Everyone agrees that the company’s focus should be on both specific leadership development areas perceived as strengths and on those rated as areas for improvement, primarily regarding social intelligence, emotional intelligence, and the interpersonal skills of effective leaders.

To help this initiative, your manager, the vice president of leadership and learning, asked you to create an adaptive leadership toolkit that can be used throughout the organization. To begin this work, you conducted a personal leadership self-assessment, and now you will be taking a closer look at these results to produce a self-assessment report. You plan on exploring how this self-assessment would make a beneficial contribution to a personal development plan and adaptive leadership toolkit, which will help to resolve the leadership challenges the organization is currently facing.

Prompt

For this assignment, refer to your results from your self-assessment and use the LPI Self Percentile Ranking to determine where each of your five leadership behaviors rank. Overview

For this assignment, you will be taking a more thorough look into your leadership self-assessment results that you reflected on in Module One. This assignment will help in the creation of your personal development plan, which will be submitted in Module Six.

Scenario

You work as a director of leadership and learning for an organization that makes prosthetics. The organization has been in business since 1999 and employs over 350 people in its Tampa, Florida, headquarters and three plant locations across the Southwest. While the business is currently based in the United States, the organization is exploring ways to move into Canadian markets within the next three years. This year’s employee engagement survey results for the organization show that some leadership practices were rated lower, while some practices were rated higher. The new chief human resources officer (CHRO) met with the team to discuss the general results. Everyone agrees that the company’s focus should be on both specific leadership development areas perceived as strengths and on those rated as areas for improvement, primarily regarding social intelligence, emotional intelligence, and the interpersonal skills of effective leaders.

To help this initiative, your manager, the vice president of leadership and learning, asked you to create an adaptive leadership toolkit that can be used throughout the organization. To begin this work, you conducted a personal leadership self-assessment, and now you will be taking a closer look at these results to produce a self-assessment report. You plan on exploring how this self-assessment would make a beneficial contribution to a personal development plan and adaptive leadership toolkit, which will help to resolve the leadership challenges the organization is currently facing.

Prompt

For this assignment, refer to your results from your self-assessment and use the LPI Self Percentile Ranking to determine where each of your five leadership behaviors rank.

Leadership Behaviors

  • Model the Way
  • Inspire a Shared Vision
  • Challenge the Process
  • Enable Others to Act
  • Encourage the Heart

For further information on each leadership behavior, please refer to The Ten Commitments of Exemplary Leadership.

Self-assessment: In this part of your report, you will use the results from your self-assessment to identify leadership behaviors where you ranked highest and where you ranked lowest, and begin thinking about how this information impacts your ability to lead. This work will help to inform your personal development plan, which you will create in Module Six.

  1. Identify the leadership behavior in which you ranked lowest and define what this behavior means to you.
  2. For the leadership behavior in which you ranked lowest, describe the importance of developing this area to improve skills related to leading others.
  3. Identify the leadership behavior in which you ranked highest and define what this behavior means to you.
  4. For the leadership behavior in which you ranked highest, describe how this area helps support skills related to being an effective leader.

Adaptive leadership toolkit: In this part of your report, you will use your findings from the Employee Satisfaction Survey and the leadership behaviors you reviewed in the self-assessment to identify areas of leadership the organization should focus on developing. This work will help to inform the adaptive leadership toolkit that you will develop in Module Seven.

  1. Based on your review of the Employee Satisfaction Survey, identify the leadership behaviors the organization’s leadership should focus on improving and explain how developing these areas will address the business problems the organization currently faces.
  2. Based on your review of the Employee Satisfaction Survey, identify the leadership behaviors the organization’s leadership is currently successful in and explain how maintaining these areas can help in managing relationships between the leaders and their direct reports.

What to Submit

Submit your report as a 3- to 4-page Word document using 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style.  https://www.mediafire.com/file/9k1ujks1ape9pfo/Kouzes_Percentile_Ranking.pdf/file 

Leadership Behaviors

  • Model the Way
  • Inspire a Shared Vision
  • Challenge the Process
  • Enable Others to Act
  • Encourage the Heart

For further information on each leadership behavior, please refer to The Ten Commitments of Exemplary Leadership. https://www.mediafire.com/file/lq7gqmopocemmr0/Ten_Commitments_of_Exemplary_Leadership.docx/file

Self-assessment: In this part of your report, you will use the results from your self-assessment to identify leadership behaviors where you ranked highest and where you ranked lowest, and begin thinking about how this information impacts your ability to lead. This work will help to inform your personal development plan, which you will create in Module Six.

  1. Identify the leadership behavior in which you ranked lowest and define what this behavior means to you.
  2. For the leadership behavior in which you ranked lowest, describe the importance of developing this area to improve skills related to leading others.
  3. Identify the leadership behavior in which you ranked highest and define what this behavior means to you.
  4. For the leadership behavior in which you ranked highest, describe how this area helps support skills related to being an effective leader.

Adaptive leadership toolkit: In this part of your report, you will use your findings from the Employee Satisfaction Survey and the leadership behaviors you reviewed in the self-assessment to identify areas of leadership the organization should focus on developing. This work will help to inform the adaptive leadership toolkit that you will develop in Module Seven.  https://www.mediafire.com/file/lpqt7gbb0sqmouw/Employee_Satisfaction_Survey_Results.xlsx/file

  1. Based on your review of the Employee Satisfaction Survey, identify the leadership behaviors the organization’s leadership should focus on improving and explain how developing these areas will address the business problems the organization currently faces.
  2. Based on your review of the Employee Satisfaction Survey, identify the leadership behaviors the organization’s leadership is currently successful in and explain how maintaining these areas can help in managing relationships between the leaders and their direct reports.

What to Submit

Submit your report as a 3- to 4-page Word document using 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style

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director of leadership and learning for an organization that makes prosthetics

MBA 530- Scenario

You work as a director of leadership and learning for an organization that makes prosthetics. This year’s employee engagement survey results for the organization show that some leadership practices are rated lower, while some practices were rated higher. The new chief human resources officer (CHRO) met with the team to discuss the general results. Everyone agrees that the company’s focus should be on both specific leadership development areas perceived as strengths and on those rated as areas for improvement, primarily regarding social intelligence, emotional intelligence, and the interpersonal skills of effective leaders.

To help this initiative, your manager, the vice president of leadership and learning, asked you to create an adaptive leadership toolkit that can be used throughout the organization. To begin this work, you conducted a personal leadership self-assessment and turned this into a personal development plan. Then you shared this artifact with your manager. Your manager was impressed with the thoroughness of the personal development plan and saw value in incorporating it as an exemplar within the adaptive leadership toolkit for use by all people leaders in the organization. After receiving such positive feedback from your manager, you are now ready to move forward on developing the adaptive leadership toolkit that will be shared with your manager and chief human resources officer (CHRO) of the organization.

Prompt

  1. Summarize the business problems the organization is currently facing and describe how the adaptive leadership toolkit will address these problems.
  2. Based on the employee satisfaction survey, identify the skills and behaviors that are current strengths exhibited by leadership and explain how these strengths are critical to the success of the organization.
  3. Based on the employee satisfaction survey, identify the skills and behaviors that are current areas of weakness for leadership and explain how these areas may be improved by applying the self-assessment you used to create your own personal development plan.
  4. Describe the importance of including a personal development plan as an exemplar in the adaptive leadership toolkit and explain how SMART goal setting can help to improve the areas of weakness for leaders within the organization.
  5. Explain how the personal development plan and SMART goal setting could help develop the leadership styles of the leaders within the organization.

What to Submit

Submit a 3- to 4-page Word document using 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

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Learning and communicating online

You are to write a personal reflection that examines how you have developed in this unit, in the following five areas:

 1. Time Management

2. Academic self- efficacy

3. Learning and communicating online

4. Towards achieving a specific unit goal

5. Towards achieving  a specific course goal

Ensure your goals in points 4 and 5, do not duplicate the areas covered in points 1 to 3.

Reflect on:

 1. The progress you have made.

2. The experience that contributed to your level of progress. Use theories to account for or explain your experiences.

3. What the processes of studying this unit and the reflection have taught you about yourself as a learner.

You might like to refer to the following to assist you with planning your reflective eassy:

1. Your self rating of learning and communication skills submitted in 3.4 Activity: learner self assessment ( i will take a photo of what i did in 3.4 and send it to you) .

What rating did you give yourself? How would you rate yourself now ?

2. Your unit and course goals. What were your unit and course goals? Did you achieve them? if yes, how? if no , why not? How will your progress towards your goals assist you in your future professional or personal life?

3. Remember to utilise the Assignment 3 Q & A for additional resources which are essential to review as part of planning your essay.

Remember to draw on themes and readings from this unit to help support your ideas. Use Metzger’s criteria when selecting sources.

Support your work with scholarly evidence to back up your answers, APA 7th edition and include a reference list.

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California Preschool Learning Foundations, students will complete an assignment which focuses on practical application of The Foundations

1

CDEV 108 Foundations Assignment 50 points

For this assignment, you may work alone or with one classmate. Using the California Preschool Learning Foundations, students will complete an assignment which focuses on practical application of The Foundations.

What are the Foundations? “The California Preschool Learning Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program. “

Description taken from the CA Dept. of Ed. website on August 25, 2015 from: http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

Focus of each volume: Each of the volumes focuses on a different domain or area of development: Where to find The Foundations: Access to The Foundations can be found online at http://www.cde.ca.gov/sp/cd/re/psfoundations.asp. You can google the wording California Preschool Learning Foundations to also get this information. Hardcopies will be on reserve in The Teacher Resource Room (ArtB 313) during their hours of operation. Assignment Directions: Students will locate (or design) a toy for a 4-5 year old preschooler that will help them develop age appropriate developmental skills (language, cognitive, physical, and/or social/emotional). You may receive up to 10 extra credit points if you make the toy. (5 points each if you have a partner). If you make the toy, please bring it to class when the assignment is due. Make a handout that includes the following information:

A. Take a picture of your toy (or provide a photo from the Internet or magazine) and

include this picture in your handout. NO computer/screen type of toys or

Volume 1: Social-Emotional Development Language and Literacy English-Language Development Mathematics

Volume 2: Visual and Performing Arts Physical Development Health

Volume 3: History-Social Science Science

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

2

commercialized toys (ie: Barbie, Mickey Mouse, etc.) will be accepted. Your activity

can be one that is explored indoors or outdoors.

B. State the toy’s name.

C. State the age for which you will focus on for this assignment. Your answer will

determine which column (in the books) you will use for this assignment.

D. Directions: State possible ways that a child might use or explore the toy.

E. Explain how this toy is developmentally appropriate for preschoolers. It should be

visually appealing, non-toxic, non-breakable, neutral, re-useable, non-biased

material. The toy should meet a child’s needs and purposes, consider their social

and cultural background, etc. Children should be able to manipulate or explore the

materials with their hands (not just look at them).

F. Which Preschool Learning Foundation(s) most closely match your toy?

In what area(s) of development (domains) will it help develop and how? Be sure to

include a minimum of four (4) foundations from at least three (3) domains (don’t

just list all physical development areas) and explain how the terms tie to your toy.

Define each foundation. (Refer to example on next page). Be sure to underline the

domains and bold the foundations. Add the volume and page number for each

foundation too.

 Physical Development (gross motor skills such as using legs/arms or fine

motor skills such as using fingers)

 Cognitive Development (includes memory skills, strategic and critical

thinking skills, science, and attention span. It includes math skills such as

counting, adding/subtracting, sorting, and matching. It also includes

Language skills such as speaking, writing, reading, and listening.)

 Social Development (taking turns, etc.)

 Emotional Development (self-esteem, self-confidence, feelings, etc.)

——————————————————————————————————————-

*Please include a title page which states the assignment title, your name, class, date, and

instructor. Be sure to write using complete/full sentences and use the word “children”

rather than “kids” (which is a slang term). A self-evaluation (on page 6) is also required for

this assignment.

*If you have a partner, only one (1) copy of the assignment is needed. I do not need a copy

from each partner.

*Have fun and be prepared to possibly share and discuss your toy with the class

FYI: California Preschool Curriculum Frameworks – They are companion volumes to the

California Preschool Learning Foundations. The frameworks provide strategies (how to work with

the foundations) for early childhood educators that enrich learning and development opportunities

for all California preschool children.

http://www.cde.ca.gov/sp/cd/re/psframework.asp

3

A.

B. Ramps & Pathways (and Wooden Blocks)

C. Preschool children ages 60 months (5 years)

D. Directions:

Children will manipulate the ramps and blocks so the marbles will roll down

the ramps. While exploring this physical science activity, they will

investigate different ideas and actions, invent ways to build, and solve

problems when they encounter obstacles.

E. Developmental Appropriateness: This is a developmentally appropriate activity for preschoolers because children at this age are interested in cause and effect relationships. They like to explore and manipulate materials and make things happen. This activity

allows for children to have a hands-on experience of moving and manipulating the materials and seeing a cause and effect relationship between their actions and the actions of the marbles.

F. Learning Foundations: Domain: Language/Literacy Development -Vol 1, pg.56

a. Listening and Speaking- Children extend their understanding

and usage of language to communicate with others effectively.

1.1- Use language to communicate with others in both familiar and

unfamiliar social situations for a variety of basic and advanced purposed,

including reasoning, predicting, problem solving, and seeking new

information.

Bold the

Foundation

Include the

Foundation’s

number (ie:

2.1) and

definition

from the

highlighted

box.

ASSIGNMENT

EXAMPLE

Underline

the

Domain

List the volume and page

number of where you found

your information.

4

i. Children may express themselves by using words to communicate about the activity, ask questions, and problem solve.

Domain: Cognitive Development – Vol. 3, page 65

b. Science Inquiry: Observation and Investigation 1.5- Demonstrates an increased ability to make predictions and check them (e.g., may make more complex predictions, offer ways to test predictions, and discuss why predictions were correct or incorrect).

i. When playing with the ramps/block set, they will use observation skills as they analyze and predict how different strategies affect whether or not the various items (ie: marbles, spools, etc.) will successfully roll down the ramps.

Domain: Physical Development – Vol. 2, page 50

c. Fine Motor/Manipulative Skills 3.2- Show increasing fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting, and dressing.

i. Children will hold and manipulate the small marbles and other items

(in their hands and fingers. They will make slight adjustments in the ramps, repositioning them to ensure the marble will roll down.

Domain: Social/Emotional Development Vol. 1. Page 12

d. Interactions with Peers 2.1- More actively and intentionally cooperate with each other.

i. Because there are several ramps, blocks, and marbles to use,

children may engage with their peers as they play with the toy.

They will work together to achieve the shared goal of building a

ramp structure.

Explain how the foundation applies to the toy.

5

Name__________________________________________________ Name of Toy_____________________________

Your partner’s name (if applicable)_____________________________________________

I. Handout – 27 points

A. Picture of Toy ______/ 2 points

B. Name of Toy ______/ 1 point

C. Age for Toy ______/ 1 point

D. Directions ______/ 2 points

E. Developmental appropriateness (explanation) ______/ 2 points

F. Foundations

1. Lists volume and page number ______/ 4 points

2. Includes at least three (3)domains ______/ 3 points

(cognitive/language, social, emotional, physical, etc.)

3. Explains how the foundations applies to the toy. _______/12 points

States how it will enhance a variety (4+) of abilities. (4 foundations)

II. Structure of assignment -10 points

A. Well edited (no spelling or grammar errors; writes in complete sentences) Editing is worth 10% (5 points) of grade _____/ 5 points

B. Contains a cover or title page. _____ / 1 point C. Underlines domains & bolds Foundations _____ / 2 points

D. Layout (margins, font, typed, double spaced, etc.) _____ / 2 points

III. Toy -9 points

A. Toy is D.A.P. for a preschool aged child (4-5 years old). ______/ 2 points

B. Toy is creative, re-usable, non-biased, visually pleasing,

and not computer or commercially based. ______/ 5 points

C. Craftsmanship: non-breakable/durable and safe ______/ 2 point

IV. Self Evaluation – 4 points ______/ 4 points

A. Writes in complete sentences.

B. Provides detailed explanations.

IV. Bonus Points (if you made your own toy) up to 10 points ______/10points *It is possible to receive 60/50 on this assignment with the bonus points (5 points each if you have a partner) TOTAL POINTS ______/50 points

Preschool Toy/ Learning Foundations Grading Rubric

6

Name_______________________________________ Self-Evaluation What do you think was the purpose of this assignment? What did you learn through participating in this assignment? What was the most valuable achievement(s) through doing this assignment? What was your greatest strength(s) you brought to this assignment? (Was there anything that made the assignment easy to complete? i.e.: you have worked with the Foundations before, you have 4 years of experience as a preschool teacher, etc.)

What was your greatest challenge to complete this assignment? How could this assignment be designed to better support your learning? What, if anything would you change about the assignment? Your honest feedback is appreciated. Based on the Rubric, how would you grade your work? I feel that I earned ____________points on this assignment because….

* BE SURE TO WRITE IN

COMPLETE SENTENCES

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Why is note taking an essential learning skill for college students? 

Taking good notes while reading and during class is an important part of academic success in college. Effective notes can come in various forms, and different note-taking formats should be adopted for different types of texts and subjects. The goal of this assignment is to help you identify a note-taking system that works best for you based on your reading material and the course content.

Step 1: Start with an introduction (7-10 sentences) addressing these questions:

  1. Why is note taking an essential learning skill for college students? 
  2. How can you use your notes to improve your academic performance?
  3. Which note-taking format did you choose to complete this assignment? Why? How does this format match with your learning style(s) (i.e., VARK – Visual, Aural, Read/write, and Kinesthetic)?

Step 2: Choose a chapter (EXCEPT Chapter 2) and section (minimum of 5-10 pages) from the EDUC 1300 textbook for note taking. Then, decide which note-taking format you will use.  Choose only 1 of the 6 options below to create 2-3 pages of notes:

  1. Cornell method (http://comprehensionhart.weebly.com/cornell-notes.html (Links to an external site.))
  2. Outline method (https://msliewsclass.weebly.com/outline-method.html (Links to an external site.))
  3. List method (Click HERE Actionsfor details)
  4. Audio notes [Click HERE to learn how to create your notes.  Click HERE (Links to an external site.) to watch a video showing how to record, upload, and submit media recordings in Canvas. You can also record your audio notes by using cell phones (Click HERE (Links to an external site.)), audio recording devices, Microsoft OneNote, etc.]
  5. Mapping method (http://club.noteshelf.net/mind-maps-for-note-taking-verbal-to-visual-approach (Links to an external site.)) [Click HEREActions to see a student example of mapping].
  6. Vision board notes (Click HERE (Links to an external site.) to watch the video showing how to create a vision board)

Step 3: Then, specify the title of your selected chapter and produce 2-3 pages of notes on a minimum of 5-10 textbook pages (Except Chapter 2). Do NOT write or record verbatim notes. If you decide to take written notes, do NOT simply copy and paste the phrases/sentences from the textbook straight into a document. If you decide to take audio notes, do NOT just read aloud the information from the chapter word for word. Instead, take written/audio notes COMPLETELY in your own words. Paraphrase and summarize the major ideas and supporting details of the chapter to demonstrate your understanding of the material. 

If you decide to create vision board notes, you are required to record yourself presenting the vision board and explaining the notes in a detailed manner.

The set of notes created should be thorough, covering all major ideas and the supporting details of the chapter. Your written notes may be neatly handwritten or typed. If you would like to use another textbook to complete this assignment, prior approval from your instructor should be obtained. Grading is based on how detailed, comprehensive, and well-organized your notes are.

Step 4:  Submit your work via the yellow “Start Assignment” button at the top right-hand corner. If you choose to create audio notes, you can have the option to record your introduction by verbally addressing the questions specified in Step 1. Then, mention the chapter title and continue to record your audio notes as specified in Step 3.

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National/State Learning Standards – list the geometry standard from the Assessment Analysis Action Plan

Assessment Description: National/State Learning Standards – list the geometry standard from the Assessment Analysis Action Plan

After analyzing assessment data to understand patterns and gaps in learning, the next step in instructional planning is to develop lessons that integrate the information to create appropriate learning experiences.

For this assignment, select a topic from your Assessment Analysis Action Plan to create a single lesson plan using the “COE Lesson Plan Template.”

Focus on the following:

National/State Learning Standards – list the geometry standard from the Assessment Analysis Action Plan

Specific Learning Objectives –  aligned to selected standard

Resources, Materials, Equipment, and Technology – including a rationale for how resources provide differentiated learning experiences

Anticipatory Set – including rationale for how student interest and prior knowledge are integrated

Multiple Means of Representation – including rationale for how assessment data was used to adapt the planning and instruction for differentiated learning

Multiple Means of Expression – including rationale and modifications for how the assessments in the lesson plan can be used to monitor and adjust instruction and create diverse learning experiences 

Review this lesson plan with your mentor teacher prior to implementing it in Clinical Field Experience C.

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